### Early childhood development practices on Wild Coast: a reflection on the empowerment of practitioners
Among the green hills of Wild Coast in South Africa, a significant event occurred in February 2024: a gathering of early childhood development practitioners (EDP) who, for the most part, responded to the call of a community of practice (COP). This moment was not only a meeting, but above all a striking illustration of a paradigm shift in the approach of professional development in the early education sector.
### Reflection on autonomy and leadership
One of the fascinating characteristics of this meeting is the level of leadership shown by the practitioners themselves. Unlike traditional training models, often dominated by experts who provide knowledge on a top-down mode, these practitioners have been able to impose themselves as leaders. They not only led the discussions, but also diagnosed their own challenges, reflecting together with solutions adapted to their context.
This model that practitioners take the reins of their own professional development could radically transform the landscape of infant education in South Africa. Indeed, 70% of EDP practitioners in South Africa complain about a lack of support and supervision, which frustrates their efforts and impacts the quality of the services offered to children.
#### The power of peer -to -peer learning
The innovative aspect of this event lies in the very concept of COP, which could be shaped as a social laboratory where knowledge is co-constructed. Studies show that peer learning can increase the retention of knowledge and the confidence of practitioners, crucial elements for a profession often perceived as marginalized.
The meeting on the Wild Coast perfectly illustrates this dynamic. The mixture of practitioners of different educational philosophies, whether Montessori or from traditional approaches, has helped to establish a climate of empathy and the displacement of educational boundaries. This exchange has enabled participants to create bridges, explore innovative solutions and rethink what it means to offer quality EDP in a rural environment.
###Ove a call for action for national policies
While the recognition of the EDP as a public good is gaining momentum, it is urgent to look at the future by integrating models like the COP in national policies. The formula put forward during this exchange could reduce the difference in competence, estimated by various reports to 55% between urban and rural centers in access to quality training.
Approaches like this could help reduce historical inequalities that affect rural regions, where childhood education often remains outside government priorities. If awareness and funding are professional, change players must also commit to listening to the real needs and aspirations of field practitioners.
#### Conclusion: the future of childhood education in South Africa
This rally at the Wild Coast is a microcosm of the challenges and opportunities that mark the early childhood education sector in South Africa. Encourage practitioners to take the initiative and manage their own professional development could be the key to the sought -after transformation. We are witnessing a redefinition not only of what learning is, but also of its fundamental role in education.
In conclusion, while discussions on the future of the EDP continue to grow, it is crucial to invest in models that favor autonomy, mutual aid and knowledge sharing. More than a simple gathering, this COP is an example to follow and a call to action, both for practitioners and for political decision -makers. Whether we are considering this as a site, a classroom or a laboratory, the future of childhood education could, and should be shaped by those who work directly with children.